3 Ways For Students to Increase Their Ability To Crique Their Own Work

  It is important to teach students to check their work so they can find errors before turning it in.  Many times students do not want to take the time because they don't know how to spot the errors.  Sometimes, its because they don't like math and wanted to be done.  Sometimes, none of their previous teachers expected them to find and correct work.

For the more advanced students, I take a highlighter and mark exactly where the error took place.  They are expected to make corrections before giving the work back to me.  At this point, I enter the better grade.  I feel the point is for the student to learn, not be penalized for stupid errors and those are the type of errors I see most often.  Errors like 3^2 is 6, or reading the y value instead of the x value.

This works only if the students are willing to look back at their work and if they know how to "see" the error.  Unfortunately, this may not work as well with students who have little faith in their abilities.  So one way to help students is to teach them how to look for errors, how to critique their own work.  Here are three ways to help improve their ability to find mistakes and get past the "I did it and turned it in.  I'm done."

1.  It is suggested that as the teacher, you make mistakes more often.  Ask students to identify what you did wrong, or see if they can determine how you arrived at a certain answer, or even ask if the answer makes sense.  The last one helps the teacher see if they have developed a number sense which can be important in deciding if the answer makes sense.

These questions help students become better at critiquing their own work.  It extends their focus from only the answer to the process so they look at the whole thing, rather than just the end.  It also creates a basis for mathematical discussion. In addition, it is the teacher who made the mistake, making it easier for the students to comment because they do not feel as if they are being spotlighted.

2.  Use problems which require multiple steps.  When the teacher has collected the problems, share several with the students but with no names.  Some problems selected have the correct answer, some do not, and a few might be done incorrectly with the correct answer.  The teacher projects these problems and asks questions at each step of the problem.

The questions might ask students why this person added, or what were they thinking when they did this.  Other questions might ask if the student could have found the solution in fewer steps, or where did the student go wrong in solving the problem and why?

3.  Ask students why.  Ask them to explain why they did something because it requires them to construct a proper explanation or justification of why they did it.  This type of questioning leads to better arguments and reasons because math is more than just right answers.  Its also about communications.

These activities help students learn to pay attention to detail rather than operate on automatic pilot.  They learn to analyze and critique both their own work and others so as to boost their ability to do the work and defend their choice of ways to find solutions.

Let me know what you think, I'd love to hear.  Have a great day.